when the tail wags the dog: perceptions of learning and grade orientations in, and by, contemporary...
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When the Tail Wags the Dog: Perceptions of Learning and Grade
Orientations in, and by, Contemporary College Students and Faculty
Howard R. Pollio
University of Tennessee at Knoxville
Hall P. Beck
Appalachian State University
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Learning Orientation Items
• I find the process of learning new material fun.
• I enjoy classes in which the instructor attempts to relate material to concerns beyond the classroom.
• I browse the library even when not working on a specific assignment.
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Learning Oriented Students Tend To:
• Display effective study skills.
• Exhibit above average reasoning skills.
• Have high levels of self motivation.
• Possess other positive educational attributes.
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Grade Orientation Items
• I think that without regularly scheduled exams I would not learn and remember very much.
• I think that grades provide me a good goal to work toward.
• I try to find out how easy or hard an instructor is before signing up for a course.
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Grade Oriented Students Tend To:
• Be inefficient in their study habits.
• Find little pleasure in reading.
• Have below average Scholastic Aptitude Test scores for their university.
• Receive poor grades.
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LOGO F: Learning Orientation Items
• I think that students should be encouraged to cooperate rather than to compete.
• I design course assignments that encourage students to read outside my discipline.
• I encourage students to raise questions in class that are topic related but which also go beyond the scope of the tests which I prepare.
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LOGO F: Grade Orientation Items
• Without regularly scheduled exams most students would not learn the material that I present.
• I emphasize in my conversations with students the importance of studying to obtain “good grades.”
• I think that college grades are good predictors of success in later life.
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How Not To See
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Equestrian Statue of Marcus Aurelius
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Purpose: Assess the Positive and Negative Values Attached to Learning and Grade Orientations From Three Perspectives
Study 1: Students View Of Their Orientations
Study 2: Students View Instructors’ Orientations
Study 3: Instructors View Students’ Orientations
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Study 1 Objectives
• To assess the extent that students are dissatisfied with their level of LO.
• To assess the extent that students are dissatisfied with their level of GO.
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Study 1 Method
• Students indicate on the LOGO II the extent that the items are currently descriptive of them, providing current LO and current GO scores.
• Same students complete the LOGO II a second time as they would “ideally like to be,” yielding ideal LO and ideal GO scores.
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Study 1 Measures
• Current LO score
• Ideal LO score
• Current GO score
• Ideal GO score
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Study 1 Results
0
0.5
1
1.5
2
2.5
3
3.5
LO 1.97 2.92
GO 1.83 1.33
CURRENT IDEAL
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Why Are Students Dissatisfied With Their Orientations?
• Instructors prevent students from achieving their high learning oriented and low grade oriented ideals.
• Most instructors encourage grade orientation.
• Most instructors give scant attention to learning orientation.
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Study 2 Objectives
• To determine if most students believe that instructors overly emphasize grade orientation and are unconcerned with promoting learning orientation in their courses.
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Study 2 Methods
• On LOGO F students indicate how “they believe a typical ASU instructor would respond.”
• Students answer the LOGO F as they “would ideally like their instructors to respond.”
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Study 2 Measures
• Typical Faculty LO score and Ideal Faculty LO score
• Typical Faculty GO score and Ideal Faculty GO score
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Study 2 Results
0
0.5
1
1.5
2
2.5
3
LO 2.07 2.63
GO 2.29 1.62
TYPICAL IDEAL
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Study 3 Objectives
• To determine if instructors would like for students to be more grade oriented.
• To test the hypothesis that instructors are unconcerned with promoting learning orientation.
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Study 3 Method
• On LOGO II instructors indicate how “they believe a typical ASU student would respond.”
• Instructors answer the LOGO II as they “would ideally like their students to respond.”
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Study 3 Measures
• Typical Student LO score and Ideal Student LO score
• Typical Student GO score and Ideal Student GO score
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Study 3 Results
0
0.5
1
1.5
2
2.5
3
3.5
LO 1.71 2.98
GO 2.51 1.11
TYPICAL IDEAL
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Learning and Grade Orientations From the Students’ Perspective
• Students are highly dissatisfied with their own orientations. They want to be more learning oriented and less grade oriented.
• Results of Study 2 are consistent with the premise that students believe instructors pressure them to be more grade oriented and less learning oriented than they desire.
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Learning and Grade Orientations From the Instructors’ Perspective
• Many instructors are dissatisfied with the learning and grade orientations displayed by their students.
• Instructors want their students to be more learning oriented and less grade oriented.
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Why Do Students and Faculty Misjudge One Another:
A Lover’s Quarrel?
• Fundamental Attribution Error
• Need for Student-Instructor Dialogue
• Reactance